2009年全國碩士研究生入學(xué)統(tǒng)一考試英語試題

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UseofEnglishDirections:Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWERSHEET1.(lOpoints)Researchonanimalintelligencealwaysmakesuswonderjusthowsmarthumansare._1_thefruit-flyexperimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhoweretaughttobesmarterthantheaveragefruitfly2toliveshorterlives.Thissuggeststhat3bulbsbumlonger,thatthereisa(n)4innotbeingtoobright.Intelligence,it,isahigh-priced.Itse,bumsmorefuelandisslow6thestartinglinebecauseitdependsonlearning-a(n)_?_process-insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethingsthey'veylearnedswhento?_Isthereanadaptivevalueto_9_intelligence?That'sthequestionbehindthisnewresearch.Insteadofcastingawistfulglance10atallthespecieswe'veleftinthedustI.Q.-wise,itimplicitlyaskswhattheofourownintelligencemightbe.Thisis...Uthemindofeveryanimalwe'veevermet.Researchonanimalintelligencealsomakesuswonderwhatexperimentsanimalswould13onhumansiftheyhadthechance.Everycatwithanowner,14isrunningasmall-scalestudyinoperantconditioning.that____lLranthetheytestusto___lQ__theofourpatience,ourfaithfulness,ourmemoryforlocations.Theywouldtrytodecidewhatintelligenceinhumansisreally17,notmerelyhowmuchofitthereis.18theywouldhopetostudya(n)19question:Arehumansactuallyawareoftheworldtheylivein?2Q__theresults-2--2-[A]Suppose [B]Consider [C]Observe [D]Imagine[A]tended [B]feared [C]happened [D]threatened[A]thinner [B]stabler [C]lighter [D]dimmer[A]tendency [B]advantage [C]inclination [D]priority[A]insistson [B]sumsup [C]turnsout [D]putsforward[A]off [B]behind [C]over [D]along[A]incredible [B]spontaneous [C]inevitable [D]gradual[A]fight [B]doubt [C]stop [D]think[A]invisible [B]limited [C]indefinite [D]different[A]upward [B]forward [C]afterward [D]backward[A]features [B]influences [C]results [D]costs[A]outside [B]on [C]by [D]across[A]deliver [B]carry [C]perform [D]apply[A]bychance [B]incontrast [C]asusual [D]forinstance[A]if [B]unless [C]as [D]lest[A]moderate [B]overcome [C]determine [D]reach[A]at [B]for [C]after [D]with[A]Aboveall [B]Afterall [C]However [D]Otherwise19.[A]fundamental [BJcomprehensive [C]equivalent [D]hostile20.[A]Byaccident [B]Intime [C]Sofar [D]BetterstillSectionIIReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersonANSWERSHEET1.(40points)-3--3-Text1Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine."Notchoice,buthabitrulestheunreflectingherd,"WilliamWordsworthsaidinthecentury.Intheever-changing21stcentury,eventheword"habit"carriesanegativeimplication.Soitseemsparadoxicaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.Ratherthandismissingourselvesasunchangeablecreaturesofhabit,wecaninsteaddirectourownchangebyconsciouslydevelopingnewhabits.Infact,themorenewthingswetry-themorewestepoutsideourcomfortzone-themoreweintheworkplaceandinourButtooffoldrutsofprocedurewornthetoInstead,thenewwedeliberatelypressintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads."Thefirstthingneededforinnovationisafascinationwithwonder,"saysDawnaMarkova,authorofTheOpenMind."Butwearetaughtinsteadto'decide',justasourpresidentcallshimself'theDecider'."Sheadds,however,that"todecideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities."Allofusworkthroughproblemsinwaysofwhichwe'reunaware,shesays.Researchersinthelate1960sdiscoveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,procedurally,relationally(orcollaboratively)andinnovatively.Attheendofadolescence,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought."ThisbreaksthemajorruleintheAmericanbeliefsystem-thatanyonecandoanything,"explainsM.J.Ryan,authorofthe2006bookThisYearIandMs.Markova'sbusinesspartner."That'saliethatwehaveperpetuated,anditfosterscommonness.Knowingwhatyou'regoodatanddoingevenmoreofitcreatesexcellence."T--PAGE13-In"habits"ischaracterizedbybeingcasual.familiar.mechanical.changeable.Brainresearchershavediscoveredthattheformationofnewhabitscanbepredicted.regulated.traced.guided.Theword"ruts"(Para.4)isclosestinmeaningtotracks.series.characteristics.connections.DawnaMarkovawouldmostprobablyagreethatideasarebornofarelaxingmind.innovativenesscouldbetaught.decisivenessderivesfromfantasticideas.curiosityactivatescreativeminds.Ryan'scommentssuggestthatthepracticeofstandardizedtestingpreventsnewhabitsfrombeingformed.nolongeremphasizescommonness.maintainstheinherentAplieswiththeAmericanbeliefsystem.Text2Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom-oratleastconfirmthathe'sthekid'sdad.Allheneedstodoisshellout$30forapaternitytestingkit(PTK)athislocaldrugstore-andanother$120togettheresults.Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecameavailablewithoutprescriptionslastyear,accordingtoDougFogg,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2,500.Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandfamiliescanusetotrackdownkidsputupforadoption.DNAtestingisalsothelatestrageamongpassionategenealogists-andsupportsbusinessesthatoffertosearchforafamily'sgeographicroots.Mosttestsrequirecollectingcellsbyswabbingsalivainthemouthandsendingittothecompanyfortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.Butsomeobserversareskeptical."There'sakindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting,"saysDuster,aNewYorkUniversitysociologist.Henotesthateachindividualhasmanyancestors-numberinginthehundredsjustafewcenturiesback.mostancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafather'slineormitochondrialDNA,whichispasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,fourgenerationsback,14othergreat-great-grandparents.Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon'trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemayhavealotofdatafromsomeregionsandnotothers,soaperson'stestresultsmaydifferdependingonthecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnottopeerrevieworoutsideevaluation.InParagraphs1and2,thetextshowsPTK'seasyavailability.flexibilityinpricing.successfulpromotion.popularitywithhouseholds.PTKisusedtolocatemotegeneticresearch.identifyparent-childkinship.choosechildrenforadoption.Skepticalobserversbelievethatancestrytestingfailstotracedistantancestors.rebuildreliablebloodlines.fullyusegeneticinformation.achievetheclaimedaccuracy.Inthelastparagraph,aproblemcommercialgenetictestingfacesisdisorganizeddatacollection.overlappingdatabasebuilding.excessivesamplecomparison.lackofpatentevaluation.AnappropriatetitleforthetextismostlikelytobeForsandAgainstsofDNADNAandItsProblems.DNATestingOutsidetheLab.LiesBehindDNAText3Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalike.Progressinbothareasisundoubtedlynecessaryforthesocial,political,andintellectualdevelopmentoftheseandallothersocieties;however,theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.Wearefortunatethatitis,becausebuildingneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicallyhigherproductivityand,asaresult,radicallyhigherstandardsofliving.Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryenteringarecessionandJapanatitspre-bubblepeak,theU.S.workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderinautomotive-assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHonda,Nissan,andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts-aresultofthetrainingthatU.S.workersreceivedonthejob.Morerecently,whileexamininghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry'swork.Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon'tforceit.Afterall,that'showeducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,theydidn'thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.Aseducationimproved,humanity'sproductivitypotentialincreasedaswell.Whenthecompetitiveenvironmentpushedourancestorstoachievethatpotential,theycouldintumaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation,however,doesn'tconstraintheabilityofthedevelopingworkforcetosubstantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary,constraintsonimprovingproductivityexplainwhyeducationisn'tdevelopingmorequicklytherethanitis.TheauthorholdsinParagraph1thattheimportanceofeducationinpoorcountriesissubjecttogroundlessdoubts.hasfallenvictimofbias.isconventionallydowngraded.hasbeenoverestimated.ItisstatedinParagraph1thattheconstructionofaneweducationalsystemchallengeseconomistsandpoliticians.takeseffortsofgenerations.demandspriorityfromthegovernment.requiressufficientlaborforce.AmajordifferencebetweentheJapaneseandU.S.workforcesisthattheJapaneseworkforceisbetterdisciplined.theJapaneseworkforceismoreproductive.theU.S.workforcehasabettereducation.theU.S.workforceismoreorganized.Theauthorquotestheexampleofourancestorstoshowthateducationemergedwhenpeoplehadenoughtime.priortobetterwaysoffindingfood.whenpeoplenolongerwenthungry.asaresultofpressureongovernment.Accordingtothelastparagraph,developmentofeducationresultsdirectlyfromcompetitiveenvironments.doesnotdependoneconomicperformance.followsimprovedproductivity.cannotaffordpoliticalchanges.Text4ThemostthoroughlystudiedintellectualsinthehistoryoftheNewWorldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericawas"somuchimportanceattachedtointellectualpursuits."Accordingtomanybooksandarticles,NewEngland'sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericanintellectuallife.TotakethisapproachtotheNewEnglandersnormallymeanstostartwiththePuritans'theologicalinnovationsandtheirdistinctiveideasaboutthechurch-importantthatwemaynotneglect.Butinkeepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeanculture,toNewcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.BesidestheninetyorsolearnedministerswhocametoMassachusettschurchesinthedecadeafter1629,therewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.Thesemenwroteandpublishedextensively,reachingbothNewWorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofintellectualearnestness.Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,itisobviousthattheirviewswerelessfullyintellectualized.Theirthinkingoftenhadatraditionalsuperstitiousquality.AtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.Sexualconfusion,economicfrustrations,andreligioushope-allcametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthatthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:"Comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople."OnewonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethatheheardinPuritanchurches.Meanwhile,manysettlershadslighterreligiouscommitmentsthanDane's,asoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewWorldforreligion."Ourmainendwastocatchfish."Theauthorholdsthatintheseventeenth-centuryNewEnglandPellectualpursuitsaliberalenvironment.ItissuggestedinParagraph2thatNewEnglandersexperiencedacomparativelypeacefulearlyhistory.broughtwiththemthecultureoftheOldpaidtointellectuallife.wereobsessedwithreligiousinnovations.TheearlyministersandpoliticalleadersinMassachusettsBaywerefamousintheNewWorldfortheirwritings.gainedincreasingimportanceinreligiousaffairs.abandonedhighpositionsbeforecomingtotheNewanewintellectualatmosphereinNewEngland.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereofteninfluencedbysuperstitions.troubledwithreligiousbeliefs.puzzledbychurchsermons.frustratedwithfamilyearnings.ThetextsuggeststhatearlysettlersinNewEnglandweremostlyengagedinpoliticalactivities.weremotivatedbyanillusoryprospect.camefromdifferentintellectualbackgrounds.leftfewformalrecordsforlaterreference.PartBDirections:Inthefollowingtext,somesegmentshavebeenremoved.ForQuestions41-45,choosethemostsuitableonefromthelistA-Gtofitintoeachofthenumberedblanks.Therearetwoextrachoices,whichdonotfitinanyoftheblanks.MarkyouranswersonANSWERSHEET1.(10points)CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwininthe1860s,BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencerarguedthatallworldlyphenomena,includinghumansocieties,changedovertime,advancingtowardperfection.(41) _AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.Morganhelpedfoundmodem-thestudyofhumanand-thusbecomingoneoftheearliestanthropologists.Inhiswork,heattemptedtoshowhowallaspectsofculturechangedtogetherintheevolutionofsocieties.(42) _Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranzBoasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historicalparticularism,whichemphasizedtheuniquenessofallcultures,gavenewdirectiontoanthropology.(43)_________Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageortypeofculture.(44)________HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology,largelythroughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salsotheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantculturalachievementtotheinventionsofafew,especiallygiftedpeoplesthat,accordingtodiffusionists,nspreadtoother.45_________Alsointheearly1900s,FrenchsociologistEmileDurkheimdevelopedatheoryofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforcesocialsolidarity.AninterestintherelationshipbetweenthefunctionofsocietyandculturebecameathemeinEuropean,andespeciallyBritish,anthropology.Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,hadasingleoriginandpassedfromsocietytosociety.Thistheorywasknownasdiffusionism.Inordertostudyparticularculturesascompletelyaspossible,hebecameskilledinlinguistics,thestudyoflanguages,andinphysicalanthropology,thestudyofhumanbiologyandanatomy.Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe"survivalofthefittest,"inwhichweakerracesandsocietiesmusteventuallybereplacedbystronger,moreadvancedracesandsocieties.Theyalsofocusedonimportantritualsthatappearedtopreserveapeople'ssocialstructure,suchasinitiationceremoniesthatformallysignifychildren'sentranceintoadulthood.Thus,inhisview,diverseaspectsofculture,suchasthestructureoffamilies,formsofmarriage,categoriesofkinship,ownershipofproperty,formsofgovernment,technology,andsystemsoffoodproduction,allchangedassocietiesevolved.Supportersofthetheoryviewedcultureasacollectionofintegratedpartsthatworktogethertokeepasocietyfunctioning.Forexample,BritishanthropologistsGraftonElliotSmithandW.J.Perryincorrectlysuggested,onthebasisofinadequateinformation,thatfarming,potterymaking,andmetallurgyalloriginatedinancientEgyptanddiffusedthroughouttheworld.Infact,alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimesinmanypartsoftheworld.PartCDirections:ReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.YourtranslationshouldbewrittenclearlyonANSWERSHEET2.(10points)Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.Intheformercasetheeducationisincidental;itisnaturalandimportant,butitisnottheexpressreasonoftheassociation.(46)Itmaybesaidthatthemeasureoftheworthofanyinstitutionisitseffectinenlargingandimprovingexperience,butthiseffectisnotapartofitsoriginalmotive.Religiousassociationsbegan,forexample,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity;systematiclabor,forthemostpart,be